Education in the field of climate change adaptation as an integral part of achieving sustainable development goals

Simple item page
dc.citation.epage27
dc.citation.issue1
dc.citation.journalTitleЕкологічні проблеми
dc.citation.spage21
dc.citation.volume9
dc.contributor.affiliationLviv Polytechnic National University
dc.contributor.affiliationAkaki Tsereteli State University
dc.contributor.authorLiuta, Oksana
dc.contributor.authorTymchuk, Ivan
dc.contributor.authorMalovanyy, Myroslav
dc.contributor.authorTurkadze, Tsitsino
dc.coverage.placenameЛьвів
dc.coverage.placenameLviv
dc.date.accessioned2025-05-07T09:02:37Z
dc.date.created2024-02-27
dc.date.issued2024-02-27
dc.description.abstractEvery year, the problem of globalisation of environmental challenges is becoming more and more noticeable, with climate change taking priority place among them. The lack of a sufficient number of climate-related disciplines in Ukrainian educational institutions limits the number of environmental experts who will be able to effectively implement climate change adaptation measures and implement the world's best practices in reducing greenhouse gas emissions through decarbonisation of energy, implementation of energy-saving equipment and transition from fossil fuels to renewable energy sources. It has been determined that in recent decades the number of scientific publications focused on the development of educational processes in the context of climate change has increased rapidly. It has been found that the main directions of implementing climate education in educational institutions are to provide quality school education to rethink the priorities of an environmentally friendly lifestyle and to form highly qualified specialists at universities who will be able to implement climate change adaptation projects in various sectors of the economy after obtaining a quality and holistic education at universities.
dc.format.extent21-27
dc.format.pages7
dc.identifier.citationEducation in the field of climate change adaptation as an integral part of achieving sustainable development goals / Oksana Liuta, Ivan Tymchuk, Myroslav Malovanyy, Tsitsino Turkadze // Environmental Problems. — Lviv : Lviv Politechnic Publishing House, 2024. — Vol 9. — No 1. — P. 21–27.
dc.identifier.citationenEducation in the field of climate change adaptation as an integral part of achieving sustainable development goals / Oksana Liuta, Ivan Tymchuk, Myroslav Malovanyy, Tsitsino Turkadze // Environmental Problems. — Lviv : Lviv Politechnic Publishing House, 2024. — Vol 9. — No 1. — P. 21–27.
dc.identifier.doidoi.org/10.23939/ep2024.01.021
dc.identifier.urihttps://ena.lpnu.ua/handle/ntb/64509
dc.language.isoen
dc.publisherВидавництво Львівської політехніки
dc.publisherLviv Politechnic Publishing House
dc.relation.ispartofЕкологічні проблеми, 1 (9), 2024
dc.relation.ispartofEnvironmental Problems, 1 (9), 2024
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dc.relation.referencesTolppanen, S, Kang, J., & Riuttanen, L. (2022). Changes in students’ knowledge, values, worldview, and willingness to take mitigative climate action after attending a course on holistic climate change education. Journal of Cleaner Production, 373, 133865. doi: https://doi.org/10.1016/j.jclepro.2022.133865
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dc.relation.referencesenCordero, E., Centeno, D., & Todd, A. M. (2020). The role of climate change education on individual lifetime carbon emissions. Plos one. doi: https://doi.org/10.1371/journal.pone.0206266
dc.relation.referencesenDawson, V., Eilam, E., Tolppanen, S., Assaraf, O., Gokpinar, T., Goldman D., Putri G.,, Subiantoro A., White, P., & Quinton, H.(2022). A cross-country comparison of climate change in middle school science and geography curricula. International Journal of Science education, 44(9), 1379–1398. doi: https://doi.org/10.1080/09500693.2022.2078011
dc.relation.referencesenIntergovernmental Panel on Climate Change. Climate Change (2021). The Physical Science Basis: Working Group I Contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. (Cambridge University Press, 2023). doi: https://doi.org/10.1017/9781009157896
dc.relation.referencesenFuso Nerini, F., Sovacool, B., Hughes, N., Cozzi, L., Cosgrave, E., Howells, M., Tavoni, M., Tomei, M., Zerriffi, H., & Milligan, B. (2019). Connecting climate action with other Sustainable Development Goals. Nature Sustainability, 2, 674–680. doi: https://doi.org/10.1038/s41893-019-0334-y
dc.relation.referencesenLeal Filho, W., Yayeh Ayal, D.,Wall, T., Shiel, C., Paco, A., Pace, P., Mifsud, M., Salvia, A. L., Skouloudis, A., Moggi, S., LeVasseur, T., Vinuesa, A. G., Azeiteiro, U. M., Nikolaou, I., & Kovaleva, M. (2023). An assessment of attitudes and perceptions of international university students on climate change. Climate Risk Management, 39, 100486. doi: https://doi.org/10.1016/j.crm.2023.100486
dc.relation.referencesenLiu, J.-Y., Fujimori, S., Takahashi, K., Hasegawa, T., Wu, W., Geng, Y., Takakura, J., & Masui, T. (2021). The importance of socioeconomic conditions in mitigating climate change impacts and achieving Sustainable Development Goals. Environmental Research Letters, 16(1), 014010. doi: https://doi.org/10.1088/1748-9326/abcac4.
dc.relation.referencesenMolthan-Hill, P., Worsfold, N., Nagy, G., Leal Filho, W., & Mifsud, M. (2019). Climate change education for universities: A conceptual framework from an international study. Journal of Cleaner Production, 226, 1092–1101. doi: https://doi.org/10.1016/j.jclepro.2019.04.053
dc.relation.referencesenTolppanen, S, Kang, J., & Riuttanen, L. (2022). Changes in students’ knowledge, values, worldview, and willingness to take mitigative climate action after attending a course on holistic climate change education. Journal of Cleaner Production, 373, 133865. doi: https://doi.org/10.1016/j.jclepro.2022.133865
dc.relation.referencesenUkraine report 2023. (2023). European Neighbourhood Policy and Enlargement Negotiations (DG NEAR). (2023, November 8). Retrieved from https://neighbourhood-enlargement.ec.europa.eu/ukraine-report-2023_en
dc.relation.referencesenUNESCO Education for Sustainable Development Goals: Learning Objectives UNESCO, Paris (2017). https://doi.org/10.1016/j.jclepro.2022.133865
dc.relation.urihttps://doi.org/10.1371/journal.pone.0206266
dc.relation.urihttps://doi.org/10.1080/09500693.2022.2078011
dc.relation.urihttps://doi.org/10.1017/9781009157896
dc.relation.urihttps://doi.org/10.1038/s41893-019-0334-y
dc.relation.urihttps://doi.org/10.1016/j.crm.2023.100486
dc.relation.urihttps://doi.org/10.1088/1748-9326/abcac4
dc.relation.urihttps://doi.org/10.1016/j.jclepro.2019.04.053
dc.relation.urihttps://doi.org/10.1016/j.jclepro.2022.133865
dc.relation.urihttps://neighbourhood-enlargement.ec.europa.eu/ukraine-report-2023_en
dc.rights.holder© Національний університет “Львівська політехніка”, 2024
dc.rights.holder© Lіuta O., Tymchuk I., Malovanyy M., Turkadze T., 2024
dc.subjecteducation
dc.subjectstudents-ecologists
dc.subjectclimate change
dc.subjectadaptation
dc.subjectmitigation
dc.titleEducation in the field of climate change adaptation as an integral part of achieving sustainable development goals
dc.typeArticle

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Environmental Problems. – 2024. – Vol. 9, No. 1